The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the char...

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Autores principales:	Shifang Tang, Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/7c3b50fc39354705a067ad0a5d4bd2e5
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spelling	oai:doaj.org-article:7c3b50fc39354705a067ad0a5d4bd2e52021-12-02T02:05:18ZThe Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis2158-244010.1177/21582440211060823https://doaj.org/article/7c3b50fc39354705a067ad0a5d4bd2e52021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211060823https://doaj.org/toc/2158-2440We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs’ reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs’ English reading and speaking should be the focus of future research.Shifang TangBeverly J. IrbyFuhui TongRafael Lara-AlecioSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Shifang Tang Beverly J. Irby Fuhui Tong Rafael Lara-Alecio The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
description	We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs’ reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs’ English reading and speaking should be the focus of future research.
format	article
author	Shifang Tang Beverly J. Irby Fuhui Tong Rafael Lara-Alecio
author_facet	Shifang Tang Beverly J. Irby Fuhui Tong Rafael Lara-Alecio
author_sort	Shifang Tang
title	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
title_short	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
title_full	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
title_fullStr	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
title_full_unstemmed	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
title_sort	effects of cooperative, collaborative, and peer-tutoring strategies on english learners’ reading and speaking proficiencies in an english-medium context: a research synthesis
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/7c3b50fc39354705a067ad0a5d4bd2e5
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The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

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